First Nation Student Success Program

Dobi-Dawn Frenette's Presentation at KERC Summer Institutes 2011

The FNSSP has three interrelated components: school success plans, student
learning assessments and performance measurement

There are four FNSSP projects in NAN. NAN partners, Sandy Lake, Matawa and
Mushkegowuk

This FNSSP project serves 4437 students in 27 schools

We have six main organization partners focusing on implementation: KERC,
KNET, NNEC, K.O., Shibogama, NAN. In addition to this we have the support
of IFNA and Windigo as well

In year one we received: $3 million 27 dollars

In year two we received: $ 4.5 million

In year three we were informed that we would only receive $4.25 million, a
decrease from the previous year

INAC (AANDC) has not confirmed that our year three budget will be $5.0
million

We have submitted a proposal for $6 million, but are still waiting to hear
back

The FNSSP does not employ a regional/per capita based model to determine
funding. Each proposal is judged independently and on its own merits.
Funding levels are determined by the strength, feasibility and cost
effectiveness of the approved submissions. While there is no fixed minimum
or maximum amount of funding per applicant, amounts are determined taking
into account factors such as the number of schools and students
participating, geographic location (isolation), and total funding
available.

Performance Indicators

Performance measurement identifies indicators to measure success and
progress towards the goals of literacy, numeracy, student retention and
other goals as identified in the school success plan.

Performance indicators will meet the following criteria:

·         Be result-oriented.

·         Include at a minimum the core indicators below.

·         Be comparable to those used in the provincial system.

·         Be capable of monitoring student progress against a standard for
literacy, numeracy and student retention.

·         Be cost-efficient (the costs to collect the information will be
justifiable relative to the usefulness of the data).

Recipients may develop and track a variety of indicators. However, at a
minimum, performance measurement will include the initial set of core
indicators listed below. These core indicators may evolve or change over
the course of the Program based on consultation with Program recipients
and ongoing research into best practices and comparison with provincial
outcomes.

1. Monthly Attendance Rate:

·         Monthly attendance rate = the number of days attended by the
student divided by the total number of teaching days in a month multiplied
by 100.

2. Graduation Rate:

·         Graduation rate = the number of students who graduate in June
divided by (the number of students registered in September minus the
number of students whose reason for leaving was transfer to another
school, serious long-term illness or death) multiplied by 100 for each
graduating year (e.g. grades 6, 8, 12, 11 in Quebec, etc).

3. Retention rate:

·         Calculated annually for each grade from K-4 to grade 12 (grade
11 in Quebec)

·         Drop-out rate = number of students attending school in June
divided by (the number of students registered in September minus the
number of students whose reason for leaving was transfer to another
school, serious long-term illness or death) multiplied by 100.

4. Literacy:

·         Annual literacy test results for applicable provincial
standardized tests compared with results in previous years (number of
students who met/did not meet provincial or grade level standards; number
of eligible students in grade level by gender; and number of eligible
students in grade level who took the test by gender).

5. Numeracy:

·         Annual numeracy test results for applicable provincial
standardized tests compared with results in previous years (number of
students who met/did not meet provincial or grade level standards; number
of eligible students in grade level by gender; and number of eligible
students in grade level who took the test by gender).